Browsed by

Important note for Grade 3

Important note for Grade 3

Important note

  • Dear Parents,
    Please note that a consent form about the Rubella/Measles Vaccination has been sent with the students today. You are requested to sign and send it back tomorrow.
  • Students are requested to bring board games/cards. (as instructed by their HRT)
  • Please send the RFID parent pass without fail.




Dear Parents,

With the arrival of monsoon, one question that our students continuously ask is, “When will we have the rain dance?”

Yes, Rain Dance is one of the most awaited events at Fountainhead.

Kindly send an extra pair of clothes, towel, and footwear (everything should be labelled properly) in a plastic carry bag to be kept in the class.

The students will not be allowed to participate in rain dance if they do not have the extra pair in class.

Make sure you all send it by tomorrow without fail.


LEAP- Multiplication Squares board game.

LEAP- Multiplication Squares board game.

The learning outcome of the multiplication squares board game is to enhance the oral multiplication skills.

The learners were given a board game, two dice and different colour marker pens. They were to play the game in pairs.

To begin with, the player rolls both the dice on the table and multiplies the two numbers together. Then he/she looks for the product of those numbers on the square board and draws 1 line by connecting any two dots that are surrounding that number with the marker given to them. Same way the next player plays his turn. The one who completes  the box first gets 1 point. The game ends when all the dots on the board have been connected (or when the teacher calls time out). The player with the most captured squares is the winner.

The learners were engrossed in the game and enjoyed playing it.


LEAP- Analogies

LEAP- Analogies

In this LEAP cycle learners learnt about Analogy and played a card game related to it.

An analogy is a literary device, a figurative term for drawing a comparison between two dissimilar things which may be alike in some respect to better explain one of them.

An analogy is different from a simile. A simile makes a short comparison between two things, whereas an analogy shows comparison how the characteristics or features of one thing are like another. It uses logical reasoning and can be used in logical arguments.


  1. Drawing a comparison between a heart and a pump.
  2. Drawing a comparison between a construction crew and a colony of ants.

In the card game both analogous pair were already given. Learners had to identify the relationship or aspect of similarity between the 1st pair and find the answer for the other analogous pair.


The Snake is to hiss as duck is to quack.

Keys are for piano as strings are for guitar.

The hammer is to tool as the doll is to toy.

Learners enjoyed drawing analogies and were fully engrossed in the activity throughout the session.


LEAP – Board game on addition, multiplication, division, subtraction

LEAP – Board game on addition, multiplication, division, subtraction

Learning Objective- Practicing mental math

The students were provided a board game, counters and two dice. They have to play the game in a groups of four each. They take turns to throw the dice, add or multiply the numbers shown together and then cover a square with the same value.  

The first player to cover a line of three squares in a line is the winner. The line can be horizontal, vertical, or diagonal.

Learner Profile-  Thinker, Communicator

Attitudes- Confidence, Enthusiasm, Independence


LEAP- Design For Change (DFC)

LEAP- Design For Change (DFC)

Design for Change (DFC) is a global movement that aims to empower students to say “I CAN” and inspire others by telling their own stories of change. The program promotes design process as a way of encouraging students to create and develop solutions for change in their communities and to put those ideas into action.

Design thinking, a solution-based and user-centered approach to tackling problems, allows students to become active learners who guide their own education.

The learners were shown two videos where the children of some other schools had used DFC to solve the problem prevailing in the society. They had followed all the four steps of the DFC to bring the change.


  1. Feel: Identify problems in their surroundings and observe those problems and try to engage with those who are affected, discuss their thoughts in groups, and vote on an idea.
  2. Imagine: Develop creative solutions that can be replicated easily, reach the maximum number of people, generate long-lasting change, and make a quick impact.
  3. Do: Develop a plan of action to effect change. This includes planning, implementing, and later recording the process.
  4. Share: Sharing through text, photos, video, or slideshows


            Video-1 – Response-ability-

            Video-2 – Shade us from the sun –